Instructor:  Lisa Osbeck, Ph.D.
Office: 113 Melson Hall
Office Hours:  M   9-12, 3:30-6:30
  W 10-12, 3:30-5:30
Phone:  770 836 4583
Email:  losbeck@westga.edu

COURSE DESCRIPTION AND RATIONALE:
Testing and measurement is deeply entrenched in North American psychology.  The topic is fraught with controversy and pivotal to Third Force reactions against mainstream practices.  This class attempts to enrich understanding of this thorny enterprise and enhance critical analysis of its merits and shortcomings.  We will examine psychological testing/measurement’s history, key concepts, assumptions, controversies, ethical issues, principal approaches and instruments, as well as the canons of good test design.

COURSE/LEARNING OBJECTIVES:
 To acquire understanding of the purposes and uses of testing
 To explore various approaches to psychological assessment and instruments used, with appreciation of their relative benefits and drawbacks
 To evaluate the technical characteristics of the measuring instrument including validity, reliability, and normative data
 To demonstrate understanding of the construction of classroom tests and psychological measures and to obtain practice in their development and use
 To acquire knowledge of testing which will permit informed decisions concerning the use of test results
 To critically analyze important current issues in testing

PRIMARY TEXT:
MacIntire, S. and Miller, L.  (2000). Foundations of psychological testing.  Boston, MA: McGraw-Hill.  Boston, MA: McGraw-Hill.
*Additional chapters/articles as distributed in class

OPTIONAL TEXTS:
1. MacIntire, S. and Miller, L. (2000).  Student study guide to accompany Foundations of psychological testing.  Boston, MA: McGraw-Hill.  Boston, MA: McGraw-Hill.
2. Gould, S.J. (1996).  The mismeasure of man (2nd ed).  New York:  W.W. Norton & Company.

GRADING:
1.  Group Project:  40%
2. Final Essay:  10%
3. Quizzes (4):  40% (10% each)
4. Participation:  10%

Description of assignments:
I.  Group project (40%):
You and another class member will construct a psychological measure of a construct of your choosing (e.g. empathy, assertiveness, insight, etc.).  The project will involve the following components:
1. Literature review: Examine existing measures (if any) of your construct.  PsychINFO will help greatly with this task.
2. Test design:  Based on principles of test design (as covered in text and class), develop a means of measuring your construct.
3. Pilot test:  Distribute your measure to an undergraduate class as well as our own class.
4. Discuss your findings.  How does your measure improve on existing measures?  How would you change your measure to make it better?
5. Revise your measure based on your findings and class feedback (if appropriate).
*For full credit you will discuss your findings in class (for which you will receive class feedback) AND turn in a written summary of all of the above (10-15 pages in length; one copy per group).
           **One grade will be assigned for the group.  However, the instructor reserves the right to adjust individual grades based on evidence of differential contribution level within groups.

II. Final Essay (10%).  Based on what you have learned in this class, you will write a critical essay on the role of testing and measurement in psychology.  This will serve as your final exam for the course.  Any opinion is valid for this assignment, but keep in mind that quality critical analysis (and therefore an A paper) is:
       Balanced:  Attempt whenever possible to consider both sides of the issue involved.  Avoid scathing, one-way attacks or blind praise.
       Informed: Base your claims on facts (e.g. existing measures) and/or published ideas and reports of measurement practices (referencing as appropriate).
       Careful: Avoid sweeping generalizations, contradictions, clichés.
       Positive/Original:  Where possible, make suggestions for improvement or alternatives to problems identified.
       Well-written: Appropriate grammar, spelling, punctuation, and composition is expected.  See writing center for added help as needed.

Note that plagiarism will not be tolerated on any writing assignment.  Any evidence of a student copying from any source ( including students previously enrolled in class) without full and appropriate citation will result in a failing grade on the paper.   If there is any suspicion of plagiarism you will be asked to produce all of your sources.   Please see me if you have any questions about what constitutes plagiarism for this class.
**Please remember that the Writing Center is available to you as a resource for any type of writing required.

III. Quizzes (40%) will be multiple choice and short answer, covering text and lecture material.  Since this is a course in testing, we will construct some of the items for the quizzes in class!  Construction of items will figure into your quiz grade.

IV.  Participation (10%) includes attendance and completion of in-class assignments.  Exercises are designed to enhance your understanding and application of course material.  Class time will be MUCH more interesting and dynamic if you share your ideas, objections, experiences, and questions.  **Please note that participation ALSO includes attentive listening, both to the instructor and to other students who are expressing opinions, asking questions, sharing experiences, etc.
 For this class, participation will also require you to comment constructively (both formally and informally) on measures/instruments designed by your classmates.

Office hours:  Students are encouraged to attend office hours or make an appointment for an alternate time if additional help is needed in mastering the course material.  Students should feel free to ask for assistance in understanding the book, lecture material, grades on a previous exam, the paper assignment, or personal issues relating to the course.  ****Also, please talk to me about any special needs you might have as soon as possible.

COURSE OUTLINE:

WEEK /TOPIC     READING ASSIGNMENT

Jan 6,8  Introduction and overview   Chap 1

Jan 13-15  Uses and abuses of tests   Chaps 2-4

Jan 22  Quiz I; Discussion of Group project

Jan 27-29  Interpretation of test scores    Chap 5

Feb 3-5  Reliability        Chap 6

Feb 10-12  Validity       Chap 7-8

Feb 15   Validity continued                 Chap 9

Feb 17    Quiz II; Discussion of group projects
(you should aim to have literature review completed at this point)

Feb 24-26    Developing and piloting tests    Chap 10-11

March 3  Survey measures      Chap 12

March 5-10   Tests in Educational and     Chaps 13, 15
  Organizational settings

March 12     Quiz III; Discussion of Group projects
(Aim to have your measure developed by this point)

March 17-19   Spring Break

March 24-31  Tests in Clinical/Counseling Settings  Chap 14
         Additional papers

April 7-9   Alternative approaches to testing/assessment     Additional papers
                   (Includes photo-assessment)

April 14    Quiz IV:  Discussion of Group Projects
(You should have your pilot completed and be working on discussion of findings)

April 16-23  Group Presentations (Project summaries)
(Note that you are required to attend even if you are not presenting.  You will be asked to provide constructive feedback on other presentations).

April 28  Wrap up and Reflection on Psychological Testing
Final day to turn in written versions of Group Project summaries

Friday May 2  Final Essays due